Page 93 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

A. CREATING AND PRESENTING OVERALL EXPECTATIONS
By the end of this course, students will:
A1. The Creative Process: use the creative process and a variety of sources and forms, both individually and collaboratively, to design and develop drama works;
A2. Elements and Conventions: use the elements and conventions of drama effectively in creating individual and ensemble drama works, including works based on a variety of sources;
A3. Presentation Techniques and Technologies: use a variety of presentation techniques and technological tools to enhance the impact of drama works and communicate for specific audiences and purposes.
SPECIFIC EXPECTATIONS
A1. The Creative Process
By the end of this course, students will:
A1.1 develop interpretations of contemporary and historical sources from diverse cultures to use as the basis for drama (e.g., use narratives, poetry, paintings, photographs, or Internet postings as the basis for a dramatic monologue or dialogue; use interviews with guest artists or stage performers as the basis for a scene about “A day in the life of an actor”; try out different scenarios for dramatizing an event from the past)
Teacher prompt: “Could a situation like the one these historical characters are facing happen today? What would it be like? How could you dramatize your source in a modern setting?”
A1.2 select and use appropriate dramatic forms to present themes or ideas about diverse cultures, contexts, and perspectives (e.g., use choral speaking, spoken word, and/or mime to dramatize an Aboriginal or Caribbean folk tale; use tableaux with transitions to dramatize a traditional saying or proverb)
Teacher prompt: “How could a chorus support a drama that uses mime?”
A1.3 use role play to explore the possibilities of different scenarios, situations, and characters (e.g., use forum theatre to develop scenes for an original presentation; use improvisation to create two different endings for a specific scene)
Teacher prompt: “What insights or actions from your improvised scene could you include in the final presentation?”
A2. Elements and Conventions
By the end of this course, students will:
A2.1 identify distinctive uses of the elements of drama in texts and sources from a range of cul- tures and incorporate them in their own drama works (e.g., use trickster characters such as Nanabush, coyote, and Anansi from Aboriginal and Caribbean folk tales; observe unity of time and place, as in the drama of ancient Greece)
Teacher prompt: “How can you present this story so that all the action happens within one day?”
A2.2 use a variety of drama conventions to clarify roles, relationships, and themes in individual and ensemble drama works (e.g., use inner and outer circle, overheard conversations, and forum theatre to highlight different characters’ views;
use caption making or collective drawing to clarify focus)
Teacher prompts: “As you role play and write in role, pay attention to any insights you are gaining. Express your new ideas to the group and then work from those ideas to deepen the drama.” “What images or slogans can you think of to express the central idea of your scene? How could you incorporate that idea into the action?”
CREATING AND PRESENTING
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Drama
ADA3O